Subject Area Scope and Sequence
Subject Area: Spanish
DP Phase: Foundation-Plus
Course Name: Spanish Level II
Learning Standards
DP Content Competencies
DP 21st Century Competencies
Key Products
Communication:
Students address topics
Students process language in
linguistically and culturally
appropriate ways while
interacting with a wide variety of
audiences.
immediate environment,
Stage II:
2.0 Students use created
language (sentences and
strings of sentences).
2.1 Engage in oral, written, or
signed (ASL)
conversations.
2.2 Interpret written, spoken, or
signed (ASL) language.
2.3 Present to an audience of
listeners, readers, or ASL
viewers.
Functions
2.4 Initiate, participate in, and
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related to self and the
including:
FL01. Interpretive Communication:
Understand written and
spoken ideas and information
in the target language.
FL02. Expressive Communication:
Present information, concepts,
and ideas on a variety of
topics in spoken and written
form in the target language.
FL03. Cultures: Understand cultures
that speak the target language.
T02. Communication and
Collaboration: Use digital media
and environments to communicate
and work collaboratively, including
at a distance, to support individual
learning and contribute to the
learning of others.
a. Social relationships
b. People in the
community
c. Zoo and farm animals,
fables
d. Care of the home,
interacting with people
in the community
e. Holiday customs and
transition points in life
f. Climate
g. Cultural and leisuretime activities,
outdoor, recreational
activities, music
h. Transportation, lodging,
itineraries, geographic
features and
landmarks
i. Curricular and
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Subject Area Scope and Sequence
close a conversation; ask
and answer questions.
extracurricular
interests and events
j. Significant historical
figures
k. Professions and the
working world
l. Cuisine and recipes
m. Clothing and fashion
n. Health, medical care
o. Technological advances
and innovation
2.5 Demonstrate understanding
of the general meaning,
key ideas, and some
details in authentic texts.
2.6 Produce and present a
simple written, oral, or
signed (ASL) product in a
culturally authentic way.
Weekly activities:


Partner timed
conversations
Music listening/writing
activity
Authentic Assessment:

Culture:
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Mexican Revolution
Research project
VPA01. Creation: Produce art
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Subject Area Scope and Sequence
To understand the connection
between language and culture,
students discern how a culture
views the world. Students
comprehend the ideas, attitudes,
and values that shape the target
culture.
Stage II:
2.0 Students choose an
appropriate response to a
variety of situations.
2.1 Demonstrate understanding
of the roles that products,
practices, and perspectives
play in the culture.
2.2 State similarities and
differences in the target
cultures and between
students’ own cultures.
2.3 State reasons for cultural
borrowings.
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FL03. Cultures: Understand cultures
that speak the target language.
FL04. Comparisons: Develop
insight into the nature of
language and culture by
comparing primary language
and culture with another
through individual elaboration,
flexibility, fluency, knowledge,
experience, originality, and/or
personality.
VPA02. Aesthetic Capability:
Establish and develop
aesthetic (artistic) capability


VPA03. Appreciation: Analyze work
to reveal its critical
attributes.
Gain insight into their
own language and
culture
Identify some of the
social and cultural
characteristics of
Spanish-speaking
countries
Authentic Assessment:
VPA04. Culture and Style: Formulate
stylistic and cultural
judgments about a work.
FL05. Communities: Participate in
communities at home and around
the world that speak the target
language.
VPA05. Vision: Develop a sense of
observation, perspective,
interpretation, and insight

Immigration Project

Travel Research Project
VPA06. Evaluation: Judge one's own
work and working process and the
work of others in relation to
standards of the field.
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Subject Area Scope and Sequence
Structures:
As they progress along the
Language Learning Continuum,
students use linguistically and
grammatically appropriate
structures to comprehend and
produce messages. Students
identify similarities and
differences among the languages
they know.
FL01. Interpretive Communication:
Understand written and spoken ideas
and information in the target
language.
FL02. Expressive Communication:
Present information, concepts,
and ideas on a variety of
topics in spoken and written
form in the target language.
E10. Conventions: Apply knowledge
of language structure and
conventions (grammar, spelling and
punctuation).

Develop grammar and
vocabulary skills
through written and oral
exercises
Stage II:
2.0 Students use sentence-level
elements (morphology or
syntax or both) to
understand concrete and
factual topics.
2.1 Use sentence-level elements
(morphology or syntax or
both) to produce informal
communications.
2.2 Identify similarities and
differences in the sentencelevel elements (morphology or
syntax or both) of the
languages the students know.
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Subject Area Scope and Sequence
Settings:
As students progress along the
Language Learning Continuum,
they carry out tasks in stage- and
age-appropriate situations that
reflect the target culture.
Stage II:
2.0 Students use language in
interpersonal settings.
FL05. Communities: Participate in
communities at home and around
the world that speak the target
language.
P02. Planning and Responsibility:
Demonstrate ability to
create and execute
effective plan and take
responsibility for outcomes.
P05. Reflection and Evaluation:
Assess current knowledge, progress,
and effectiveness of process and
actions.



Apply information
learned to real situations
Describe friends and
family
Participate in
conversation and
discussions where
culture and knowledge
are being exercised to
expand learning.
2.1 Participate in age-appropriate
cultural or language-use
opportunities outside the
classroom.
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June 2011
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